Pedagogical Principles for Effective Distance Learning
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1. The document outlines pedagogical principles for distance learning. It discusses synchronous and asynchronous learning modalities and challenges of distance learning like lack of human touch. 2. It emphasizes the importance of planning for synchronous meetings, including preparing tools and materials in advance and using a clear structure of pulse-checking, new material, group work and reflection. Breakout rooms, polling and screen sharing can aid interaction. 3. A variety of digital tools like Nearpod, Padlet and Flipgrid are recommended for active learning, collaboration and engagement during distance instruction.
Pedagogical Principles for Effective Distance Learning
- 1. Pedagogical Principles for Distance Learning WEB CONFERENCE APRIL, 2020 ISRAEL Susana Galante Digital Pedagogy consultant & EFL teacher trainer, Kibbutzim College of Education MA in Educational Technologies & Google Innovator
- 2. What to expect… 1. Distance learning- What is it? Modalities and challenges 2. Planning synchronous meetings- Getting ready, lesson planning and model 3. Implementation- Tools and ideas for student engagement 4. Summing up- Key principles
- 3. 1. What is distance learning? SYNCHRONOUS AND ASYNCHRONOUS
- 4. Characteristics The teacher and students are separated by distance. The instruction is delivered via print, voice, video, or computer technologies. The communication is interactive in that the student receives support and feedback from the teacher/peers. This may be immediate or delayed.
- 5. Distance Learning Modalities ASYNCHRONOUS LEARNING Teacher and students communicate and interact through digital tools and an accompanying site/platform. It does not take place simultaneously. SYNCHRONOUS LEARNING Teacher and students interact with one another on video conferencing platforms in “real time”.
- 6. Online Learning Environment Accompanying site Accessibility to contents Google Sites, Teams, Moodle Digital Tools & Apps Engagement and collaboration Docs, Slides, Padlet Video conferencing platform Class interaction in real time Zoom, Teams, Hangouts Meet
- 7. One month into the coronavirus crisis,…
- 8. Main challenges… Lack of human touch/face-to-face (F2F) contact Feeling of discomfort due to overexposure Limited use of body language and eye contact Disruptions and distractions during meetings
- 9. Social Presence in computer-mediated communication It is the learners' ability to portray themselves as "real" members of a community in social and emotional ways (Garrison, 2006; Jahng, & Littau, 2016). Social communication tools are necessary to enhance users' experience of one another and to overcome the challenges of forming interpersonal relationships in a virtual space (Kilic et al., 2014).
- 11. Focusing on the pedagogical goals… SYNCHRONOUS LEARNING Engagement Interaction & social presence Deepening of understanding Real-time collaboration & coaching Small group instruction (for weak students & practice of oral skills) ASYNCHRONOUS LEARNING Self-paced learning Drilling Formative assessment Ongoing asynchronous collaboration Online discussions (for well-thought- out responses)
- 12. 2. Planning synchronous learning GETTING READY, MODEL AND DESIGN PRINCIPLES
- 13. Reminders * Check general settings- for privacy protection, interaction and avoidance of disruptions **Schedule meetings and share links with password in advance- to guarantee starting on time ***Connect earlier and see everything works- Internet connection, camera, presentation and sites ready to be used ****Check audio and microphone- in test system of video conference platform *****Mute all microphones- for ONE voice to be heard at a time and noise cancelation
- 14. • 1. Pulse Checking and Intro- connect, and arouse interest or give entry ticket (open-ended questions, word clouds, video with listening task) • 2. New Learning Material- with active listening and student engagement (interactive presentation, chat, digital tools) • • 3. Individual, Pair or Group Work- short assignment with teacher as coach (tools/features for collaboration, dialogue, formative assessment and feedback) • 4. Reflection or Wrap-up- orally or digitally (collaborative board, polling or assessment tool, chat) Model for Synchronous Learning Susana Galante
- 15. Design for… A clear structure and flow of activities- smooth transitions Small chunks & refresh stations- active listening/ comprehension checks Flexibility- balancing with asynchronous work Multimodality- audio, visual, textual modes Oportunities for interaction-with “real people” (social presence)
- 16. 3. Implementation USE OF FEATURES AND DIGITAL TOOLS FOR STUDENT ENGAGEMENT
- 17. Active Learning and Collaboration ZOOM Features Screen sharing Annotation Chat Participation Breakout Rooms Tutorial: bit.ly/2xmucAl Polling
- 18. Student Engagement Click on “Participants” in your control bar and…
- 19. Interaction, Autonomy and Collaboration in Breakout Rooms
- 20. TOOL TYPE HOW/WHAT FOR? TOOL Interactive presentation Student engagement during presentation: questions, drawing, polling- Also for asynchronous self-paced learning Nearpod Pear Deck Knowledge-building (KB): Collaborative doc/presentation Distributed expertise; self-guided learning (in collaborative tables or slides) Google Slides Google Docs Assessment Short video with questions- Entry/Exit tickets/Listening comprehension Google Forms EdPuzzle Polling- Word cloud Brainstorming, building on prior knowledge, arousing interest for discussion or new material Mentimeter KB: Collaborative board Expressing opinion, reflection, examples Making thinking visible and giving each student a voice Padlet Visualization: Mind mapping Summarizing, brainstorming, connecting ideas (also collaborative) Mindmup, Cacoo, Popplet KB: Collaborative grid for videos Asynchronous oral online discussions, reflections, sharing and peer feedback- Making thinking visible and giving each student a voice Flipgrid Susana Galante
- 21. • 1. Intro •Mentimeter, Answer Garden, Youtube, Google Forms (entry ticket), Quizlet, chat… •2. New material • Powerpoint, Mentimeter, Nearpod, Pear Deck, Ed Puzzle, YouTube, Padlet, whiteboard, Zoom annotate and participation features •3. Individual, pair or group work • Google Slides, Google Docs, Padlet, Cacoo, Google My Maps, Thinglink, chat, Zoom Breakout rooms Use of Digital Tools 4. Reflection or summary Padlet, Google Forms, Mentimeter, Flipgrid (asynchronously)
- 22. • 1. Pulse checking and intro •a. Oral brainstorming (What makes someone influential?) or entry ticket on text previously learnt on the topic • 2. Learning material/scaffolding • Vocabulary building: word cloud- Answer Garden (Words you would use to describe someone who is influential or his/her actions) • 3. Collaborative work in breakout room • I. Discussion and Internet search • II. Synthesizing in writing: in 1 slide in collaborative presentation- Google Slides 4. Reflection or summary Oral sharing OR asynchronously- Flipgrid (with peer feedback) IDEA Collaborative research work on: “People who have made a difference”
- 23. IDEA: Collaborative Research Work Student-led learning & peer learning
- 24. 4. To sum up… DISTANCE LEARNING BY NECESSITY AND FOR THE FUTURE...
- 25. Key Principles for Distance Learning 1. A careful design process- Keeping learning objectives in mind 2. A blended approach- combining synchronous with asynchronous learning 3. Flexibility- of learning formats and forms of assessment
- 26. Key Principles for Distance Learning 4. Relevance and connectedness- to students’ lives and the outside world (experts/guests, virtual visits and exchanges) 5. Community-building- for social presence; eye contact, student- student interaction, teacher - student communication (with timely feedback) 6. Gradual familiarization- with the learning environment, and a new culture of learning and teaching. KEEP IT SIMPLE!
- 27. And… be kind to yourself and to others! Keep things in perspective… This is “emergency remote teaching”! This Photo by Unknown Author is licensed under CC BY-NC-ND
- 28. The power of community Share one idea you are taking from the talk or one that has worked well for you. bit.ly/2JX0Efb
- 29. Change is the only constant. “To survive and flourish in such a world, you will need a lot of mental flexibility and great reserves of emotional balance. You will have to repeatedly let go of some of what you know best, and learn to feel at home with the unknown.”
Editor's Notes
- #9: Students’ willingness to study online and respond to teacher’s communication with them- Lack of responsiveness from some students to teacher’s communication
- #12: Communication (teacher & students)
- #16: (הצבעות, שאלות, וכו`.)
- #18: Screen sharing - available to all participants Chat box - for communication/Qs in writing Polling & participation checks Annotate - for interacting with texts (visible to everyone) Break-Out Rooms - for collaboration in separate rooms; teacher can join any time
- #19: - Nonverbal Feedback
- #24: (choice)+ (creativity)“People that have made a difference”- Ss assigned randomly or manuallyT joins each session in turn. - T can join. - research & discussion - distributed expertise in collaborative presentation (in the general session) Insights in the LC
- #26: כלים בסיסים
- #27: Engagement- feedback